Sentences with phrase «explores written language»

The Allure of Language explores written language as a coded structure in the elaborate, imaginary maps of Adolf Wölfli and two pages of visually augmented writing by the Dublin - based Croatian Outsider Dusan Kusmic.

Children enjoy exploring written language and develop their skills by using these movable alphabets.

Not exact matches

Yet examples of gendered language were «clear and abundant,» the researchers write, and they couldn't help but explore that language further.

I had written two novels, got my tongue around the language and explored the city.

Plus: effectively using main lessons; fostering speaking and listening skills in children; understanding the scope of the language arts curriculum; writing and understanding the value of pedagogical stories and birthday verses as healing for children; exploring methods of assessing student learning

Before «Dating Again With Courage and Confidence,» Fran wrote «The Flirting Bible,» which explores how to read body language and meet people in all new ways.

Use these posters to explore parts of speech, promote understanding of figurative language, and use as a spring board for further study of figures of speech and writing experiences.

Perhaps most important was that while students were deeply engaged in the content and invested in creating the final product, they were also developing historical thinking skills, exploring Europe's history through a critical lens, applying their reading comprehension skills to difficult non-fiction and historical fiction, interpreting primary sources, writing in a number of genres, and developing their oral language abilities.

The object offers opportunities to explore Roman writing and the spread of the Latin language, as well as the treatment of the early Christians.

This detailed and high quality unit includes: * 15 lesson plans (with 13 differentiation strategies) * 93 slide PowerPoint presentation (divided into lessons) * All resources and worksheets (21 sheets) Unit's lessons include: * Introduction to the AQA GCSE Media Studies course requirements * Introduction to the four key concepts * Activity focused on pupils» own consumption of media texts * Detailed research into the history of the media - creating a timeline of people, technology and institutions * Applying Maslow's Hierarchy of Needs to film media * Introduction of camera shots, angles and movement * Film terminology «speed - dating» to introuce key media language * Analysing a mise - en - scene * Analysing a film trailer: genre conventions and audience appeal * Creating genre - specific typography and writing a commentary * Analysing logos and slogans * Exploring stereotypes in the media * Music industry terminology and genre features * Analysing a CD album sleeve: genre conventions and audience appeal * The history ofvideo gaming * Video gaming genres and gratifications * Analysing a video game cover: genre conventions and audience appeal

The depth of expression possible with film, a depth that the linguist and author Umberto Eco describes as greater than that achievable through spoken language, means that even high achievers can explore concepts beyond those that they can articulate with written or spoken language.

2 differentiated (by colour) lessons to support the teaching of chapter 8 of Animal Farm for the new linear specification (9 - 1) Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - analyse writer's methods - explore character presentations - write imaginatively in role of a character on the farm - practice extract to whole - discuss interpretations - Use the language paper mark scheme to structure an effective piece of writing - Write persuasively using the 6 part struwrite imaginatively in role of a character on the farm - practice extract to whole - discuss interpretations - Use the language paper mark scheme to structure an effective piece of writing - Write persuasively using the 6 part struWrite persuasively using the 6 part structure

2 differentiated (by colour) lessons to support the teaching of chapter 6 of Animal Farm for the new linear specification (9 - 1) Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context - Russia and Stalin - events and allegory form - analyse writer's methods - language and structure of the chapter - explore character presentations - write imaginatively in role of a character on the farm

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore writer's methods - assess against the 9 - 1 specification success criteria - explore Catholic marriage - work on writing skills for language paper 2

Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context - analyse writer's methods - language focus - explore character presentations - write imaginatively - develop skills for new specification language paper - use mark schemes - Develop evaluative skills for the language paper - Determine true statements in preparation for the language paper

Differentiation: purple = low ability Blue = middle ability yellow = higher ability These resources provide opportunities to: - Analyse character and theme - Explore context - Write persuasively - explore allegory - explore propaganda - Analyse lExplore context - Write persuasively - explore allegory - explore propaganda - Analyse lexplore allegory - explore propaganda - Analyse lexplore propaganda - Analyse language

Resources provide opportunities to: - explore context - explore and analyse characters and themes - write police reports - explore and analyse language - write descriptively and persuasively - develop inference skills

(The whole play) Also included: - medium term plan - revision activities - practice exam questions - context revision Differentiation: purple = lower blue = middle yellow = higher Resources are matched to the new specification literature course and enable students to: - analyse language and structure - explore context and make links within answers - explore character presentation - explore themes - explore effect on the audience - using evidence Resources also provide some opportunities to develop skills needed for the new specification language exams including: - speech writing - imaginative writing - true or false practice - selecting and retrieving information - «How far do you agree» evaluation practice - language analysis

Analysis of the following texts: - leaflets - theme of holidays and attractions - articles - theme of legal driving age - reports - adverts - newspapers - range of broadsheet and tabloid - posters - NSPCC - social media - tv news - autobiography - letters - ban mobile phones Differentiation by colour: yellow = higher ability blue - middle ability purple = lower ability These resources provide opportunities to: - Analyse language, form and structure of non fiction texts - analyse the use of persuasive language - write persuasively - create a wide variety of non fiction texts - explore texts from a variety of sources and media - explore relevant topics for young people - develop speaking and listening skills Ideal for KS3 ahead of GCSE 9 - 1

Resources include opportunities to: - explore context - gender, Elizabethan England, - analyse theme and character presentation - get to grips with Shakespeare's language - analyse imagery - explore Shakespearian insults - write non fiction texts - write persuasively - write news reports - role play

Differentiation: purple = lower ability blue - middle ability yellow = higher ability Resources provide opportunities to: - analyse language - explore context - write creatively - explore myths and legends - create villainous characters - explore heroic characteristics - compare characters - work on extract to whole exam skills

6 fully differentiated (by colour) lessons to support the teaching of act 3 of An Inspector Calls Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - explore context 1912 and 1945 - explore Eric's involvement in Eva's death - analyse language and structure - structure exam responses - compare the responsibility of different characters - write a speech - explore the functions of the inspector

Short stories resourced: - Masque of the red death - The pit and the pendulum - The tell tale heart Resources provide opportunities for students to: - write imaginatively - analyse language - develop speaking and listening skills - explore context - black death - explore structure

Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context (propaganda)- analyse writer's methods - language focus - explore character presentations - write imaginatively - develop skills for new specification language paper - use mark schemes - Develop evaluative skills for the language paper

Differentiation: purple = lower ability blue = middle ability yellow = higher ability Resources provide opportunities to: - explore language, form and structure - assess against the 9 - 1 specification success criteria - explore characters and themes - write analytical paragraphs using WHAT, HOW, WHY instead of PEE which can be too restrictive

Extracts taken from the following texts: - Jane Eyre - Mill on the floss - Nicholas Nickleby - Wuthering Heights Differentiation: purple = lower ability blue - middle ability yellow = higher ability Resources provide opportunities to: - explore Victorian context including schools and social classes - analyse structure - analyse language - explore Victorian school experiences - write imaginatively - explore connotations of language With a large focus on 19th century texts in the new 9 - 1 specifications for both language and literature - exploration in KS3 is vital and these resources enable students to access appropriate extracts taken from complex literature on themes that they will be able to relate to.

Students learn through a logical and step - by - step learning journey, including: - Exploring the key concept of «love» and its many meanings; - Understanding key information about William Shakespeare and his sonnets; - Reading and interpreting the poem; - Understanding the poem, with a particular emphasis upon the content, language, and structural features; - Writing an extended analysis piece based upon how Shakespeare gets across his messages about love in the poem, through the use of language and structure; - Peer assessing each other's learning attempts.

8 fully differentiated (by colour) lessons to support the teaching of act 2 of An Inspector Calls Differentiation: purple = lower blue = middle yellow = higher Resources provide opportunities to: - explore context 1912 and 1945 - explore Gerald's and Mrs Birling's involvement - analyse language and structure - structure exam responses - compare the responsibility of different character - write imaginatively - write a speech

2 differentiated (by colour) lessons to support the teaching of chapter 5 of Animal Farm for the new linear specification (9 - 1) Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context - dictatorship - analyse writer's methods - language focus - explore character presentations - write imaginatively - develop skills for new specification language paper

4 fully differentiated (by colour) lessons to support the teaching of chapter 1 of Animal Farm for the new linear specification (9 - 1) Differentiation: purple = lower blue = middle yellow = higher Resources are planned around the new specification and provide opportunities to: - explore context - analyse writer's methods - language focus - explore character presentations - write persuasively - develop skills for new specification language paper - use mark schemes

Participants learn through: - Participating in a fun pub - style quiz to eradicate common spelling, punctuation, and grammar misconceptions and errors; - Considering the role of parents, their needs and interests, and what they expect from their child's school, as a means to understand why schools sometimes receive difficult communications; - Reading and analysing examples of poor written correspondence, considering how both the tone and the accuracy can be improved; - Exploring different language strategies to create a personal, polite tone within emails, by considering the connotations of different words; - Taking away help sheets that can be referred to whenever written communications are being drafted.

This project has three main aims: (1) to explore the factor structure over time of academic language for writing (CALS - Write) and Writing Quality (WQ) in a socio - economically diverse longitudinal sample; (2) to examine CALS - Write individual growth trajectories from 4th to 8th grade; (3) to examine the concurrent development of academic language for reading (CALS - Read), CALS - Write writing (CALS - Write) and Writing Quality (WQ) in a socio - economically diverse longitudinal sample; (2) to examine CALS - Write individual growth trajectories from 4th to 8th grade; (3) to examine the concurrent development of academic language for reading (CALS - Read), CALS - Write Writing Quality (WQ) in a socio - economically diverse longitudinal sample; (2) to examine CALS - Write individual growth trajectories from 4th to 8th grade; (3) to examine the concurrent development of academic language for reading (CALS - Read), CALS - Write and WQ.

The limited research available points to a set of academic language skills worth exploring in adolescent writing (e.g., skills in lexical precision, text connectivity, writer's viewpoint).

Mapping Cross-Linguistic Writing Development in Adolescents The EF Project is conducted to explore individual differences in pre-adolescents» and adolescents» English academic language proficiency (or school - relevant language proficiency).

In kindergarten, students begin to explore letter - sound correspondence and the written English language through inventive spelling.

The lessons of an English language arts teacher that promote literacy are lessons for students in using writing as a tool for learning, lessons in learning to write to express narrative or argumentative thinking or to explore a question, lessons in expanding and refining their thinking by revising their writing, lessons in learning to collaborate - to listen and speak to one another in order to deepen and broaden their individual thinking, lessons in learning how to question in increasingly deep and complex ways, lessons in creating meaning as they read, and lessons in exploring multiple interpretations of what they read.

Written to inspire aha moments, the book enables teachers to help students identify and comprehend the nuances and true meaning of math concepts by exploring them through the lenses of language and symbolism.

Students face the challenge of producing original writing and commentaries as well as exploring language change and child language acquisition.

In addition to working on original writing, students will also explore language use in a range of situations and develop sound analytical skills.

We explore literature, develop language skills and focus on the structure, function and mechanics of clear writing.

This research - based eBook written by Dr. Vicki A. Jacobs, Harvard Graduate School of Education explores how direct instruction of academic vocabulary is critical to the academic success of all students — especially struggling readers, English language learners, and those from socio - economically disadvantaged home environments.

As they explore they find writing in a language unlike any found on Earth.

Wakefield - based UK arts organisation One to One Development Trust's in - house game development studio Dreaming Methods was established in 1999 and explores the intersection of games, writing, language and new media.

To coincide with the first edition of Art Basel in Hong Kong, Lehmann Maupin will present a second show in May 2013, organized by Louis Vuitton curator Hervé Mikaeloff, which will explore the diverse ways in which Eastern and Western artists utilize writing and language in their work.

Her work often explores important topics such as contemporary black identity, queer theory, and the power of human language, seen through video, performance, writing and other new media.

This event considers the function of text, artist's writing and artistic language as departure points to explore the necessity of writing for a wide range of contemporary artists» working today such as Martha Rosler, Hito Steyerl, Jonas Staal, Cai Gu - Qiang, Miguel A. Lopez, Marion von Osten and the many others who emphasize the act of writing as either a significant part, or as the main site of their artistic production.

McClelland explores the links between audible language and its written image — in her work, letters curl around to mimic their acoustic form and reflect meaning.

Ferrari was decidedly the most political, while Gego was more concerned with form and volume; Schendel's work explores the relationship of language and art and suggests the shortcomings of the spoken and written word.

Join us for Blossoming Hangul, an exhibition of modern Korean calligraphy by Moon Tae Kim that explores the beauty and playful creativity of the Korean written language.

Jon Plum held a writing workshop to explore how written language itself can be used as a medium in artistic practice.